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GAMES AND EXERCISES 

FOR 
MENTAL DEFECTIVES 



v 



Games and Exercises 

FOR 

Mental Defectives 



By 
HILDA A. WRIGHTSON 



"The one idea no sooner comes into the understanding than 
its associate appears with it." — Locke. 



CAMBRIDGE, MASS. 

CAUSTIGCLAFLIN CO., PUBLISHERS, HARVARD SQUARE 

1916 



v 

v ^ V 4, 



Copyright, 1916, 
By Hilda A< Wrightson 




JAN 17 1916. 



^C!,A420383 



PREFACE 

THE training possible with feeble-minded children 
ranges from that which will enable them "to eat 
a little less like an animal and make known their 
physical wants" — in the case of idiots — up to con- 
siderable efficiency in certain lines of manual and industrial 
work, for the morons. Reading, Writing and Arithmetic 
as formal studies are of but little value — only a small per- 
centage of the very highest grades ever attaining enough 
efficiency to make use of them after instruction ceases. 

Defectives of all grades lack energy and initiative. They 
do not therefore, of their own accord, develop the physical 
coordinations that normal children do. Accordingly they 
must be exercised along these lines if they are to attain to 
the highest of their limited capacity. 

Not having the judgment and foresight, the ambition, 
of normal children, special efforts must be put forward to 
hold their interest while exercises for coordination are being 
given. 

The most natural way to accomplish this is through the 
medium of games. 

Miss Wrightson has brought together in convenient form 
a large number of games especially adapted to accomplish 



PREFACE 



these results. Her long experience with feeble-minded chil- 
dren is a guarantee of their usefulness and efficacy for the 
purpose. 

It should be fully appreciated by teachers, parents and 
superintendents that the playing of these games is not "mere 
play," but definite training of the best kind, In many cases 
there is little else to be done. 

The teacher should select such games as are most inter- 
esting to her special group and practice these until the chil- 
dren are reasonably proficient in them or until they prove 
uninteresting. 

The teacher unfamiliar with feeble minds will perhaps 
think some of the games here described of no value. It is 
always hard for the more intelligent to understand the less 
intelligent, for normal teachers to understand defective 
children. It should be remembered that the joy of accom- 
plishment is one of the greatest joys of life for all grades of 
intelligence. It is the fact that the list includes games 
adapted to the simplest minds which constitutes one of its 
excellencies. 

It should not be forgotten that these games not only de- 
velop coordination and attention; manners, morals, self-con- 
trol, altruism, patience and many more desirable qualities 
are involved. What more can education do than develop 



PREFACE hi 



to the limit of the individual's capacity these qualities which, 
possessed even in a small degree, will help to make him a 
social rather than an anti-social being ! 

Henry H. Goddard. 



VlNELAND, N. J. 

December, 1915. 



PRACTICAL HINTS FOR TRAINING 
MENTAL DEFECTIVES 

THE games and exercises in this book were written 
for use among mothers and teachers of feeble- 
minded children, the object being to help develop 
muscular control and to quicken the sense percep- 
tions. The most difficult among the exercises could be 
mastered with ease by a normal child six years of age. 
The following instructions should be observed : 

i. Each one of the exercises should be put before 
the child in a spirit of play, thereby doing away in some 
measure with depression and inertia. 

2. Absolute simplicity in the training is essential. 
The manner in which a game is played is of more im- 
portance than the game itself. A simple game or exer- 
cise taught in a complex manner will produce a confusion 
of ideas in the mind of the child and mean failure in 
training. 

3. Aim to produce one idea at a time in the mind 
of the child. 

4. In teaching mental defectives the personality of 
the teacher plays an important part. She should be 
patient, cheerful and optimistic, always ready with a 
word of encouragement when a child fails to produce 
desired results; thorough in her methods and of keen 
perception. The mind of the teacher reacts upon the 
mind of the child: "Education is one mind making an- 
other mind and one heart another heart." 

5. It will be found in many cases that the principal 
weakness in these children is their lack of concentrative- 



INTRODUCTION 



ness, and it is only by simple, fixed methods of work, 
elimination of all confusion, and the conviction of the 
teacher that good results must emanate from her train- 
ing that she can develop and strengthen this latent power 
in the child. One game or exercise thoroughly and sys- 
tematically taught will prove of more lasting value in 
training the child, than one dozen taught in a manner 
void of method. The mode of procedure must not 
vary; children should be lined up in the same way, 
material of the same color must be used, and diagrams 
drawn precisely the same way each time the game or 
exercise is used. Should the smallest alteration be made 
in these details, it will produce a confusion of ideas in 
the child's mind and successful training will not result. 

6. The given signal for starting a game should be 
brief, as, "Are you ready?" followed by the word "Go!" 
said sharply and clearly. A signal with too many words 
is confusing. Always use the same form of signal in 
starting a game. Should this be changed ever so little 
the game will not start successfully, for the child's mind 
will be centered upon that change and he will lose the 
all-important idea, e. g., the start of the game. A game 
unsuccessfully started is a failure throughout. 

7. Competitive games should always be played 
single file at first until children become acquainted with 
the game. 

8. Mental defectives cannot be allowed the free 
play accorded normal children; to get good results their 
play must be supervised at all times. The play spirit is 
undeveloped in most of these children and our object is 
to endeavor to stimulate its growth until the child plays, 
not because it has to, but because it wants to. 

9. Make all exercises as attractive as possible; aim 
to have an air of peace and tranquillity in the school- 



INTRODUCTION 



room. Tension in the slightest degree is disastrous to 
the training. The schoolroom should be made a 
pleasure-ground for the child. Bear in mind the best 
discipline always attends the most successful play. 

10. It is not advisable to keep a child for longer 
than one hour at a session. In a longer session it will be 
noticed the child becomes depressed or restless and 
power of concentration becomes weaker. During the 
session a child should not be kept too long at one exer- 
cise ; from four to ten minutes is sufficient for any of the 
exercises. Should a child be kept twenty minutes at one 
exercise, more will be gained during the first five minutes 
than the latter fifteen minutes. A game played too 
many times in an effort to perfect it, loses its object. 

1 1 . Two inactive exercises should not follow each 
other consecutively. 

12. In teaching rhymes and songs, introduce simple 
action. It will help to develop sense of rhythm and be 
found to aid the memory in a marked degree. 

13. In drawing diagrams on a polished wood floor, 
better results can be obtained by moistening the chalk. 

The materials used in these exercises and games should 
be very simple. Bean bags should be made five inches 
square, of bright-colored cloth of heavy texture, and filled 
with small, hard beans. The wooden blocks should be eight 
inches in length, and one and a half inches on each side; the 
corners should be sharp so that they may be stood on end 
without difficulty. Gas balls, medicine balls, and baseballs 
should be regulation size. 

Hilda A. Wrightson. 



PART I. 



FOR MENTAL DEFECTIVES 11 

1. BEAN BAG CATCH 

Material. — Ten bright colored bean bags. 

Children sit in semi-circle on small chairs. 

Teacher stands in front of class and throws bean bags, 
endeavoring to put one into the hands of each child as they 
sit in class. 

It is well to throw the bags first to a child on one side of 
the class, then to a child on the other side ; the children will 
become more alert when the bag is thrown unexpectedly. 
When all bean bags have been thrown, tell children to throw 
them back to teacher. 

Choose two players to pick up fallen bean bags and re- 
turn them to teacher. 

Object. — Train eye and hand for ball-catching; concen- 
tration; stimulate play spirit. 



2. ROLL BALL 

Material. — Medicine Ball. 

Have children sit in semi-circle on small chairs. 

Mark two parallel lines on the floor twelve feet apart 
and four feet in length. 

Teacher stands on one line and rolls the ball slowly in 
the direction of second line, meanwhile calling upon A to 
catch the ball before it can reach second line. 

A will leave seat to catch the ball, and roll it back to 
teacher, who will again roll ball, calling upon B to catch it 
before reaching second line. 

As children become more alert, the ball may be rolled 
more quickly. Those children who can talk may be allowed 
to roll the ball and call a child's name. 

Object. — Attention; spirit of play; muscular control. 



12 GAMES AND EXERCISES 

3. BEAN BAG TOSS 

Material. — Shallow box, bean bags. 

Children sit in a circle on the floor, three feet apart. 

Place a large, shallow box in the centre of circle. Give 
each child a bean bag. 

Have the children each throw their bean bag, in turn, 
endeavoring to get it into the box in centre of circle. 

Note. — This game is especially adapted for crippled chil- 
dren and those unable to take part in active games. 



4. COLOR 

Material. — Equal number of red, blue, and yellow blocks. 

Children sit in semi-circle. Give each child one block. 

Make three chalk circles in row on floor in front of 
class; place red block in one, blue block in one, and yellow 
block in the other. 

Call upon children to come from their seats in turn and 
place their blocks in circles calling for like colors. 

Do not let second child play until first child has returned 
to her seat, thereby avoiding confusion. Do not attempt to 
call the colors by name ; children will match them more suc- 
cessfully by sense of sight alone. 

Variation. — Four circles may be used, and green intro- 
duced when above colors are mastered. 

Object. — Develop color sense and concentration. 



FOR MENTAL DEFECTIVES 13 

5. COMMAND AND CONCENTRATION 

Material. — -Soap, spoon, cup, doll, ball, comb, toothbrush, 
or any article the child is apt to come in contact with 
in daily life. 

The teacher should place these articles in a row on the 
table, and then tell one of the children to give her the tooth- 
brush. Say the words slowly and distinctly that the child may 
understand exactly what is wanted. When the child has 
handed the toothbrush to the teacher, ask for each article in 
turn. If the child is unable to concentrate for sufficient 
length of time to pick up the desired article, do not try to 
force its attention; send the child to its seat with a word of 
encouragement, and try the exercise each succeeding day until 
slowly but surely the child's attention will become strong 
enough to master the exercise. % 



6. BOWLING 

Material. — Two dozen bright colored blocks. Six colored 
baseballs. Colors — blue, yellow, red, and green. 

Draw a chalk circle three feet in diameter ; make a start- 
ing line fifteen feet from circle. 

Place blocks on end inside circle, not too closely together. 
Call upon child to stand on starting line and bowl balls one 
at a time, endeavoring to knock down as many blocks as 
possible. 

Variation. — Two circles may be drawn and two starting 
lines. 

Two players may bowl at the same time; the child hav- 
ing knocked down the greater number of blocks wins. 

Choose two children to stand up the fallen blocks; also 
two or more children to fetch scattered balls. 

Object. — To develop sureness of aim; attention; mus- 
cular control. 



14 GAMES AND EXERCISES 



7. MEMORY AND COM5VIAIMD 

Teacher calls the names of three children to stand on 
chalk line made for that purpose in front of class. Call 
names distinctly, but do not make a pause between each 
name. The children whose names are called will leave 
their seats and stand side by side on chalk line. 

If it is found three names are too confusing for the 
children to remember, teacher should use only two to start 
the exercise. 

When children have become accustomed to remembering 
their names when three are called, teacher slowly increases 
the number, always bearing in mind it is better to have the 
exercise too simple rather than too complicated for the child. 



8. BALL THROW 

Material. — Medicine ball. 

Have children stand in group at one end of the room. 

Teacher throws medicine ball into their midst; child 
catching the ball throws it back to teacher, who will imme- 
diately repeat the exercise. Encourage children to run after 
the ball when it falls to the ground. Do not call upon any 
particular child to catch the ball; by throwing it in their 
midst and letting those catch it who can, the children will 
become more alert. 

Should a child be very slow, it is well to call upon that 
child in particular to catch. 

Object. — Train eye and hand for ball catching; develop 
play spirit. 



FOR MENTAL DEFECTIVES 15 



9. SILENCE PERIOD 

It is very important that a period of silence be main- 
tained from three to five minutes during one hour classes. 

Have the children sit with arms folded and knees close 
together, each child erect in his seat. As far as it is possible 
have perfect quiet in the class room, let no one make a sound. 

Teachers will find after a period of silence children will 
concentrate more readily, and their restlessness will have 
abated materially. 

Object. — Rest; attention; concentration. 



10. BLOCK PLACING 

Material. — Wooden blocks of one color, according to num- 
ber of children playing. 

Make a line of small chalk crosses on the floor twelve 
inches between each cross ; draw a starting line parallel with 
crosses, eighteen feet between. 

Give each child a block and have them stand in position 
on starting line. 

At a given signal have children run and place their 
blocks on one of the crosses, then back to starting line. 

The blocks must be placed on end upon the crosses; 
should a block fall, the child must place it upright again. 

This exercise may be repeated three or four times. 

Object. — To develop muscular control; attention; and 
to stimulate the spirit of play in the child. 



16 GAMES AND EXERCISES 



11. COLOR EXERCISE 

Material. — Six bright colored balls — two red, two blue, two 
yellow. 

Place three balls on the table, one of each color, teacher 
holding the duplicates. 

Hold up red ball that all may see it, and call upon A to 
pick out ball of same color on the table. When A has 
picked out red ball, teacher should hold up blue ball, and 
call upon B to find duplicate. Do not call the balls by color 
name. The child will develop color sense more quickly if 
name of color is omitted at this stage. 

Object. — Develop color sense and attention. 



12. ROLLJiMG ROUNDERS 

Material. — Medicine ball. 

Children sit in a circle, five feet between each player. 

The ball must be rolled from one player to the next, all 
the way round the circle; it is well to choose one player to 
run after the ball when it rolls away from the circle. 

For variety the ball may also be rolled across the circle. 

This game is especially beneficial for crippled children, 
and those unable to take part in active games. 

Object. — Muscular control; attention; play spirit. 



FOR MENTAL DEFECTIVES 17 



13. MUSCULAR CONTROL 

Have all children stand three feet apart. 

Raise arms to the level of shoulders, palms towards the 
floor. On command, children should raise heels from the 
floor and slowly lower them again. 

Arms must be kept perfectly straight while this exercise 
is being performed. 

Repeat the exercise six times, then the arms may be low- 
ered, and a short space of time allowed for rest. 

Object. — Concentration and muscular control. 



14. 8HOE-LACISMG EXERCBSE 

Draw a chalk line on floor and have children stand with 
both feet on line. 

At command, children should sit on floor and take off 
one shoe. 

Among the more defective children it is well for the 
teacher to unfasten the bow on each child's shoe before the 
exercise begins, or the children will be apt to pull their laces 
into innumerable knots, thereby causing much confusion. 

When each child has removed one shoe, teacher may tell 
them all to put shoes on again, and see who can lace his first. 

Object. — Attention; ability to dress themselves. 



18 GAMES AND EXERCISES 



15. BEAN BAG THROW 

Material. — Three bean bags, red, blue, and yellow in color. 

Teacher should draw a chalk circle on floor about three 
feet in diameter, and make a starting; line twelve feet from 
circle. 

Have child stand on starting line and throw each bean 
bag, endeavoring to get them into the chalk circle. 

This game may be varied by having two circles and let- 
ting two children play at the same time; in such cases it is 
well to have red bean bags used in one circle and blue bean 
bags in the other. 

Object. — Train eye and hand for throwing games. 



16. HEARING EXERCISE 

Material. — Clear-sounding bell. 

Call upon two children to perform. 

Have A stand at one end of the room and ring a bell. 

Blindfold B and take her to the opposite side of the 
room and let her find her way to A guided by her sense of 
hearing. 

A must not move and must keep the bell ringing con- 
stantly. 

This exercise is beneficial for mental defectives in the 
first stages of hearing development. 

Object. — Concentration; hearing. 



FOR MENTAL DEFECTIVES 19 



17. MEDICINE BALL THROW 

Material. — Medicine ball. 

Children stand in semi-circle. 

Teacher should throw ball to child in centre of class, the 
child then throws the ball back to teacher. The ball is again 
thrown by teacher to another child in class, the game con- 
tinuing in this way, teacher throwing the ball and children 
returning it. 

Do not play in rotation ; the children's attention will be 
held better if ball is thrown unexpectedly to different parts 
of the class. 

Object. — Train eyes and hands for ball catching; atten- 
tion; develop play spirit. * 



18. TIPTOE EXERCISE 

Have the children sit perfectly quiet; let no noise be 
heard in the room; maintain quiet in the room for two or 
three minutes before starting exercise. 

Teacher calls upon A to perform; he should stand up 
with arms folded and walk on tiptoe around teacher's chair 
(or to a given point) and back to his seat. 

Teacher continues the exercise, encouraging each child 
to do just a little better than the preceding child. 

Care should be taken not to continue this exercise too 
long. Four minutes is sufficient. 

Object. — Rest; concentration; discipline. 



20 GAMES AND EXERCISES 



19. PULLING EXERCISE 

Material. — A strong rope about twelve feet in length. 

Choose six players as evenly matched in size and height 
as possible. 

Make two starting lines four feet apart on which the 
leader of each side will stand. 

At a given signal the three players on one side should 
pull in an opposite direction to the three players on the other 
side. 

It will be found when this exercise is started some of the 
children will be apt to let go of the rope when they feel 
others pulling, and some will pull aimlessly, neither giving 
help to one side or the other. Do not try to force the child 
to pull the rope in the right way. Continual use of this ex- 
ercise and observation will bring about desired results. 

This exercise is a slight variation of tug-o'-war. 

Object. — Develop muscular control ; concentration ; com- 
mand. 

20. COSVISVIAND AND CONCENTRATION 

Material. — Red ball, blue bean bag. 

Place the above articles on table and call upon child to 
perform. 

Teacher may give commands in the following order, 
speaking slowly and distinctly: 

Pick up ball and hold it. 

Pick up bean bag and hold it. 

Put down ball. 

Put down bean bag. 

Pick up ball and hold it. 

Put down ball and pick up bean bag and hold it. 

Put down bean bag. 

Teacher should pause between each action, that the child 
may not become confused. 



FOR MENTAL DEFECTIVES 21 



21. BELL CIRCLE 

Material. — Six bright colored baseballs; one bell. 

Have children sit in a circle on the floor, a small space 
between each child. Use the most active child for running 
after balls that go astray. 

Place the bell in the middle of the circle and give six of 
the children each a baseball. 

The children should play in order, each one rolling his 
ball and endeavoring to hit the bell and make it ring. 

This game is very good for crippled children, and those 
unable to take part in running games. 

Object. — Develop play spirit; attention. 



22. SIT AND STAND 

The class should be seated in a half-circle on kindergar- 
ten chairs. 

Children should sit erect, arms folded, feet together. 

At a signal given by the teacher all children stand; there 
must be no scuffling of feet or confusion of any kind; arms 
must not be moved; and all stand quickly on the given sig- 
nal. Signal will then be given for all children to sit; this 
must also be done with precision. 

This exercise may be repeated four or five times in suc- 
cession. 

Note. — To vary this exercise children may clasp their 
hands tightly behind their backs, each hand grasping an el- 
bow. The exercise will be found more difficult to perform 
with arms folded in this manner. 

Object. — Muscular control; attention; discipline. 



22 GAMES AND EXERCISES 



23. SENSE OF DIRECTION 

Place four chairs in a straight row; call upon four chil- 
dren to come and sit in these chairs ; tell each child to notice 
the chair in which she is sitting and the child next to whom 
she is sitting. 

On signal have children all get up from chairs and walk 
the whole way around the room. When they reach their 
chairs again, each child must sit in precisely the same chair 
she had when exercise began. 

As children advance in this exercise the number of 
chairs may be increased, always taking care lest the exercise 
become too complex. 



24. HOOP GAME 

Material. — A wooden hoop four feet in diameter, covered 
with bright blue or red binding; bean bags. 

Have two of the larger pupils hold hoop three feet from 
ground, children meanwhile standing in a group on one side 
of hoop, teacher standing on opposite side. 

Teacher then takes six bright colored bean bags and 
throws them one at a time through the hoop into the hands 
of the children on the opposite side. When children have 
all the bean bags on their side they should throw them back 
through hoop to teacher, and game will be repeated. 

The teacher's assistant should pick up fallen bean bags 
and place them in the hands of those children who are not 
able to catch readily. 

The weaker and more deficient children must be paid 
special attention in these group games and exercises, or they 
will be pushed to the wall by their stronger companions and 
derive no benefit whatever. 

Object. — Stimulate play spirit; train hand and eye for 
ball catching; attention. 



PART II. 



FOR MENTAL DEFECTIVES 25 



25. DIRECTION AND COMMAND 

Material. — Cup, spoon, hairbrush, or any article used in 
everyday life of the child. 

Teacher should place above articles in different parts of 
the room; for instance, put the cup on a chair; the spoon 
on the table ; the hairbrush on another chair. Each article 
must be in such a position it can be easily seen by the child. 

Call upon A to bring the cup to teacher ; call upon B to 
bring the spoon ; continue the exercise, calling upon different 
children to perform until all the articles have been brought 
to teacher. 



26. VISUALIZATION 

Have class seated in semi-circle. 

Place four different articles in a row on the table; these 
articles must be objects which the child is likely to come in 
contact with every day, such as soap, cup, spoon, comb. Call 
upon one child and ask him to look at the articles on the 
table, then blind his eyes and remove the cup ; take bandage 
from child's eyes and ask him which article was removed 
from the table. 

Should the child be unable to visualize as many as four 
articles, use only three to start the exercise. When children 
can readily visualize four, slowly increase number of ar- 
ticles. 

Object. — Memory and concentration. 



26 



GAMES AND EXERCISES 



27. SINGLE LINE BLOCK STANDING 

Material. — Equal number of red, blue, and yellow blocks. 

Line up children in single file according to height. 
Chalk floor as per diagram. Give each child a block. 

The leader will stand on starting line. At a given sig- 
nal he will run and place his block on end in the circle, after 
which he will run to rear of line, and second boy will take 
his turn. 

Should a child knock other blocks down while placing 
his, he must stand them up again before taking his place at 
rear of line. 

Continue until each child has placed its block. 

Object. — Attention ; muscular control ; spirit of play. 




FOR MENTAL DEFECTIVES 27 



28. WALKING EXERCISE 

i. Teacher should draw a straight chalk line along the 
floor. Have child walk line slowly, taking care to place 
both heel and toe on line at every step. 

2. Walk line with hands placed firmly on hips and el- 
bows out. 

3. Walk line with hands clasping elbows at back. 

4. Walk line with hands clasped in nape of neck; el- 
bows out. 

5. Walk line with arms outstretched on level with 
shoulders, fingers straight, palms down. 

6. Have child place feet close together and with hands 
on hips, take short jumping steps from one end of line to 
the other. » 

7. Place hands on hips and hop on one foot; take care 
to have foot on line at every hopping step. 

Object. — To develop muscular control ; attention and co- 
ordination. 



29. COMMAND AND OBSERVATION 

Teacher should call A and tell him to stand in one cor- 
ner of the room ; call B and tell him to go to another corner ; 
call C and D to go to the other two corners; call E to stand 
in the middle of the room. When this is accomplished, 
send the five children to their seats and choose another five 
to repeat the exercise. 

Object. — Observation; memory. 



28 GAMES AND EXERCISES 



30. BROAD JUMP 

Teacher should draw two parallel lines with eight- 
inch space between. Should this game be played out of 
doors, sticks will very readily take the place of chalk lines. 
Line up children in single file according to height, and at a 
given signal first player runs and jumps over the parallel 
lines. 

Have a starting line fifteen feet distant from jumping 
space on either side, that the exercise may be more orderly, 
and players may line up each time they have jumped, and 
stand still in place until last player has jumped. 

Teacher should widen jumping-space about two inches 
each time, or according to ability of players. 

To gain results this exercise must be carried out in a very 
orderly manner; any confusion among the children will spoil 
results. 

Object. — Muscular control; concentration. 



31. MUSCULAR CONTROL 

Material. — Spoon and ball. 

Make two parallel lines on the floor eighteen feet apart. 

Take a spoon and put a ball in it. 

Have child balance ball in spoon and walk from start- 
ing line to the opposite line and back to starting line. No 
effort at speed is necessary. 

This exercise may be varied by making it competitive. 
Have two children walk at the same time, each carrying a 
spoon and balancing a ball. The child that gets back to 
starting line first wins the race. 

Object. — Muscular control ; concentration. 



FOR MENTAL DEFECTIVES 29 



32. BEAN BAG THROW 





Material. — Equal number of red and blue bean bags. Draw 
diagram as above. 

Have children stand in two straight lines, with leaders 
on starting lines. 

Give each child a bean bag, one side holding red and 
one side blue. 

At a given signal the two leaders throw their bean bags, 
endeavoring to get them into the chalk circles ; they then run 
to the rear of their lines, and second players throw their 
bean bags and also run to rear of lines. The game contin- 
ues in this way until all bean bags have been played; the side 
having the greater number of bean bags in the circle wins. 

Object. — Spirit of competitive play; attention. 



30 GAMES AND EXERCISES 

33. HEARING AND CONCENTRATION 

Material. — Small clock. 

For this exercise absolute quiet must be maintained in 
the schoolroom. 

Teacher should blindfold a pupil; place the clock any- 
where in the room, some distance from the child, then tell 
the child to go and find the clock. The child will listen for 
the ticking of the clock, and guided by the sense of hearing, 
go to the place where it is. 



34. SENSE OF TOUCH 

If the day is warm and the children are out of doors, 
give them the following exercise to benefit their sense of 
touch. 

Send children to gather a green leaf, a stone, a piece of 
twig, handful of earth, piece of bark, handful of grass, and 
anything else suitable that nature may provide. 

Have the children sit quietly in a semi-circle. Place the 
different articles in a row; tie a handkerchief around one of 
the pupil's eyes. 

Teacher should then ask him to pick out the stone; the 
child will feel with his fingers until he can locate desired ob- 
ject, which he will hold up for inspection of class. 

Tell another child to pick out a different article. 

Continue exercise in this way until each child has per- 
formed. 

Object. — Sense of touch ; memory ; attention. 



FOR MENTAL DEFECTIVES 31 



35. SINGLE LINE HOOP GAME 

Material. — Hoop. 

Line up players in a single file; give each player a bean 
bag. 

Have two players hold hoop in a horizontal position 
about four feet from ground. Make a chalk starting line 
ten feet from hoop on which leaders will stand. 

At a given signal leader should throw his bean bag right 
through the hoop and run to the rear of the line ; each player 
will throw in turn, the game continuing until all bean bags 
have been played and leader is once more on starting line. 

Object. — Speed is not an object in this game, since there 
is no competition. It is to teach accuracy of aim; to de- 
velop play spirit; to train players for competitive games. 



32 GAMES AND EXERCISES 

36. RELAY RACE 

Place children in two lines of equal number, according 
to height. Leaders stand on starting lines. 

Leader on one side will hold a red bean bag, and leader 
on the other side a blue bean bag. 

At a given signal the leaders start off and run around 
chalk marks and back to starting line. As they pass second 
runner they give him the bean bag; on receiving same, he im- 
mediately runs as the leader did, and on his way to the rear 
of line hands the bean bag to the next boy. 

The side having its leader back on starting line first wins 
the race. 

Object. — Muscular control; attention. 



FOR MENTAL DEFECTIVES 



33 



37. SCHOOLROOM OBSERVATION 

The teacher should collect a number of articles, such as 
a piece of glass, wood, paper, iron, and anything else that 
may suit the occasion. 

The teacher then takes the piece of glass, hands It to A, 
giving him also a pointer. Tell him to point out anything 
in the room that is made of glass, the same substance that he 
holds in his hand. 

Call B and hand him the piece of wood; ask him to 
point out anything he can find in the room made of that 
substance. 

Continue the exercise in this manner. 

Object. — Stimulation of powers of observation. 



38. BIRD-FLYING EXERCISE 

Have children perfectly quiet. 

Call upon A to imitate a bird, fly around the room and 
back to her seat. 

A must run on tiptoes, with arms outstretched and wav- 
ing slightly to imitate a bird's wings. She must go the 
whole way around the room and back to her seat, it all being 
done with the least possible noise. 

For variation, the teacher may call upon three birds to 
fly together. They should follow one chosen for leader* 
and fly quietly around the room and back to their seats. 

Have children repeat rhyme or song pertaining to birds 
during an interval in this exercise and they will more readily 
conceive the idea of imitating a bird. 

Object. — Muscular control; attention; rest. 



34 GAMES AND EXERCISES 



39. ACTIOIM : 

Tune: "The Night before the Fourth." 
Have class sit in half-circle on kindergarten chairs, and 
interpret the different actions as they occur in the song. 



We'll all stand up together, 
We'll all stand up together, 
We'll all stand up together, 
As all good children do. 

2 
We'll all clap hands together. 

3 

We'll all keep step together. 

4 
We'll all march round together, 

5 
We'll all join hands together. 

6 
We'll all sit down together. 

There is a good swing to the tune and action of this 
song which will stimulate the play spirit and sense of rhythm 
in the child. 



FOR MENTAL DEFECTIVES 35 



40. DAYS OF WEEK.— I. 

Teach children to say the seven days of the week with 
the assistance of their hands, ticking off one finger for each 
day. Have them say each syllable very slowly and rhyth- 
mically, as Sun-day, Mon-day, Tues-day, Wednes-day, 
Thurs-day, Fri-day and Satur-day. This exercise must be 
practised slowly and deliberately to gain the desired effect, 
and children will be found to learn it in much the same way 
as a nursery rhyme. 



41. DAYS OF WEEK— II. 

After having taught children to memorize days of week 
with the assistance of their fingers, teacher should use the 
power of association of ideas to teach children to know the 
name of each day as it comes. 

For example : Sunday is the day on which we go to Sun- 
day School. Monday is the day on which mother does the 
washing; and so continue using the association of the unvary- 
ing routine of the child's life to impress upon the memory 
the name of each day in its correct order. 

Object. — Memory; power of association of ideas. 



36 GAMES AND EXERCISES 

42. DIRECTION AND ATTENTION 

Have children sit quiet in class. 

Teacher may call upon A, tell him to walk to door and 
remain there until told to go to his seat. Call upon B to 
walk to window and stay there. Call C to walk to table 
and remain. 

As many as twelve children may be called upon to go in 
different directions; they must remain in position until told 
to go to their seats. Teacher should call upon each child 
separately, when sending them to their seats. 

This exercise may be simplified by calling upon only 
three children to start, and gradually increasing the number. 

Object. — To develop observation; sense of direction; at- 
tention; command. 



43. RUNNING EXERCSSE 

After a sitting or quiet exercise children often show a 
tendency to become restless ; in such cases, the following ex- 
ercise will be found beneficial. 

Commands to be given with precision, e. g., children 
stand, feet togther, heads up, arms double. Then teacher 
says, "Are you ready? Run!" 

Before this exercise can be successfully carried out, the 
child must be taught to recognize each command. 

On the signal, "arms Rouble," children clench fists 
tightly and double arms up so that the hands are in a straight 
line with elbow; keep elbows well in to the sides. 

On the signal, "Run!" children remain in position and 
perform the exercise of running. 

The shoulders must be kept well back, and the feet 
raised to the knees at each running step. 

This exercise may be varied by allowing the children to 
run in a circle for about three minutes, and then quietly take 
their seats again. 

Object. — Muscular control; discipline. 



FOR MENTAL DEFECTIVES 37 



44. CIRCLE HOOP GAME 

Material. — Hoop, three and a half feet in diameter. Equal 
number of red and blue bean bags. 

Players form a circle, four feet between each child. 

Have two players hold the hoop about four feet from 
the ground in a horizontal position in the centre of circle. 

Give each player a bean bag, alternating red and blue. 

At a given signal one child should throw his bean bag, 
endeavoring to get it right through the hoop; each player 
will throw in turn until all bean bags have been played. 

If the class is large, two score-keepers will be needed; 
one to keep count of red bean bags going through the hoop, 
and one to keep count of blue. 

Should the red bean bags have the greater number 
thrown through the hoop, the players who hold that color 
win the game ; the same principle applies to those nolding 
blue. 

Object. — To develop play spirit; accuracy of aim. 



45. COMMAND AND CONCENTRATION 
Material.— -Red ball, yellow block, blue bean bag. 

Place the above articles on a table and call upon child to 
perform. 

The teacher should give commands in the following or- 
der, speaking slowly and distinctly. 

Pick up bean bag and hold it. 

Pick up block and hold it. 

Put down bean bag and pick up ball. 

Put down block. 

Pick up bean bag and put down ball. 

Pick up block. 

Put down bean bag and block, and go to your seat. 



38 GAMES AND EXERCISES 

46. FARMYARD GAME 

Have class sit in semi-circle. 

Teacher should call upon A to imitate a dog, e. g., go 
down on his hands and knees and run along the floor, imi- 
tating the bark of a dog; he will then return to his seat. 
Call upon B to imitate a cow; C to imitate a sheep; D to 
imitate a cat, and so forth, until the children have each an 
animal in mind to imitate. 

If the class is large have several children imitate the 
same animal. 

When the game has been played in this manner several 
times and the children have become familiar with the sounds 
the different animals make, the teacher should assign one 
corner of the room for a barn. At a given signal call upon 
all the animals to go to the barn, at which all the children 
will crawl rapidly along the floor to the barn, making the 
noise of the animal they are to imitate. 

Object. — To stimulate play spirit; muscular control; ob- 
servation. 



47. COLOR OBSERVATION 

Teacher calls upon a child to tell all the different articles 
of one color he can see in the room. Should the desired 
color be blue, the child should be told to look around the 
room and name every article that he can see of that color. 

If the child has not learned to know color by name, the 
teacher should hand him a bright blue block or a bright blue 
ball and tell him to name all of like color that he can see in 
the room. 

Should the child be unable to speak and yet have his 
color sense developed, the teacher should hand him a pointer 
and have him point out the different articles of desired color. 

Object. — Develop powers of observation; color sense; 
attention. 



FOR MENTAL DEFECTIVES 39 



48. ROPE JUMPING 

A starting line fifteen feet from rope will be needed on 
both sides. 

Place children in straight line, according to size, and 
have leader stand on starting line. 

The rope must be held very steadily and raised not more 
than two inches each time the line renews jumping. 

At a given signal the leader will run and jump; after- 
wards standing in position on starting line on opposite side 
of rope; the rest of the players will each run in turn and 
jump over rope, afterwards taking their places behind 
leader. Be sure one child has entirely cleared the rope be- 
fore the next child starts to run, thereby avoiding confusion. 

When all the players have jumped, rope will be raised 
and signal will be given again for leader to jump; exercise 
will continue as before. 

This is a simple exercise, but if it is not carried out in a 
systematic, orderly manner the desired effect will be entirely 
lost. 

Object. — Muscular control; develop play spirit; dis- 
cipline. 



4-0 GAMES AND EXERCISES 



49. FORSVS BUILDING 

Material. — Red blocks. 

Teacher draws a chalk square on the floor, having sides 
three feet in length. 

Give each child in class a block of same color, and have 
them come in turn and place their blocks on lines of square. 
Teach children to put their blocks equal distance apart to 
keep as far as possible the symmetry of the square. When 
form is finished, teacher should point to things in the room 
that are square, and ask children if the shape is 1 not like 
that which they have just completed. 

Next place a chalk circle on the floor of similar size, and 
have children in turn place their blocks on lines. When fin- 
ished teacher holds up ball or anything in the room that 
may be round, and asks if each shape is not the same. 

When children have become familiar with circle and 
square, other forms may be used in the same way. Do not 
use same color blocks on two consecutive forms. 

The exercise may be varied by drawing forms of smaller 
size and putting them on the floor ; have children make each 
form in different color. Example: Triangle in red blocks; 
square in blue blocks ; oval in yellow blocks. 

Object. — Color; form; attention. 



FOR MENTAL DEFECTIVES 41 



50. ODD MAN OUT 

Material. — Eleven bean bags. 

Place eleven bean bags in row on the floor about one 
foot space between each one. 

Draw a starting line parallel with bean bags, eighteen 
feet distance between. 

Call twelve children and have them stand on starting 
line. At given signal they should run, each child picking up 
bean bag and running back to starting line. The child not 
quick enough to get a bean bag is out. 

The game is repeated, one bean bag being removed each 
time, until only one is left. The child getting the last bean 
bag wins the game. 

This game may be played with any number of children, 
always having one less bean bag than players. 

In playing this game out-of-doors, stones may be used 
instead of bean bags. 

Object. — Develop play spirit; initiation. 



51. ROUNDERS 

Material. — Medicine ball or bean bag. 

Form a circle, children standing about four feet from 
each other. The ball or bean bag is thrown from one child 
to the next all around the circle. Those failing to catch it 
must sit in centre of circle until all but two players are stand- 
ing ; the last one up is the winner. 

The above game may also be played with bean bags. 
Use two, and start them at the same time in different parts 
of the circle. This form of rounders calls for greater at- 
tention than medicine ball rounders. 

Object.— Training the hand and eye ; play spirit. 



42 GAMES AND EXERCISES 



52. PLACES CHANGE— I. 

Have perfect quiet in the schoolroom during this exer- 
cise, that children may concentrate more readily. 

Teacher must speak slowly and distinctly while giving 
commands. 

Call upon A to change places with B, and B to take A's 
seat. 

Continue this exercise, calling upon children in different 
parts of the class to change places with each other. 

Do not continue this exercise for more than five min- 
utes at one time. 



53. PLACES CHANGE—!!. 

When the children have gained in concentration and 
memory sufficiently to master the above exercise, the follow- 
ing more difficult exercise may be attempted. 

Call upon A to change places with B ; B to change places 
with C ; and C to go to the seat vacated by A. 

When this exercise is first tried, the teacher should re- 
peat command twice before allowing children to perform.- 

Object. — Memory; command; concentration. 



FOR MENTAL DEFECTIVES 43 



54. OBSERVATION 

Perfect quiet must be maintained in class during this 
exercise. 

Teacher should call upon child and ask him to tell all 
the things he can see in the room. 

Should the child's powers of observation be very weak, it 
is well to give him some help, for he will be unable to de- 
fine what is really apparent to the eye. 

Teacher should ask, for example: "What is that pretty 
thing I see on the wall?" "What are the children sitting 
on?" "Where does teacher keep her book?" Such ques- 
tions as these will open the child's mind and help him to 
think for himself. 

Should a child be very backward in this exercise, do not 
try to force his attention; he will learn by observing others; 
send him to his seat, and call upon another child to perform. 

Object. — Observation ; concentration ; command. 



GAMES AND EXERCISES 



55. BEAN BAG RACE 

Material. — Three blue bean bags, three red bean bags. 

Mark floor plainly, according to diagram. 

Place three red bean bags in one circle, and three blue 
bean bags in the other. 

Choose two players; have them stand on starting lines. 
At a given signal they should run and place their bean bags 
on crosses marked for that purpose ; only one bean bag may 
be carried at a time. The player having all bean bags 
placed on the crosses and back on the starting line first, wins. 

This game may be varied by using blocks instead of bean 
bags. Using bean bags will call for less attention on the 
part of the players than blocks. 

Object. — Muscular control; spirit of competitive play. 



Q 


6 FT. 


Q 


RED 




BLUE 


X 


li. 


X 


X 


a 


X 


X 




X 


START 




START 



FOR MENTAL DEFECTIVES 45 



56. BLOCK STRUCTURE 

Material. — Equal number of red, blue, yellow, and green 
blocks. 

Teacher should draw five chalk circles in front of class. 
In the middle circle teacher should build a structure of 
blocks. In the other four circles put one block of each 
color. The children should in turn place their blocks in 
circle of corresponding color; and as each child places his 
block he will help to form the different structures, imitating 
the one made by the teacher in the centre. 

Object. — Color; attention. 



57. COMMANDAND CONCENTRATION 

Material. — Ball, spinning top, wooden block, bean bag. 

Lay the above articles in a row on the table, call a child 
from class and give commands in the following order, speak- 
ing slowly and distinctly: 

Pick up top. 

Pick up ball. 

Put down top and pick up bean bag. 

Pick up block and top and put down the ball. 

Put down block and top and pick up the ball. 

Put down ball and pick up block, bean bag and top. 

Put down block, bean bag and top, and go to your seat. 



46 GAMES AND EXERCISES 



Material. — Equal number of red and blue bean bags. 

Have children form a circle with three feet distance be- 
tween each child. Make a chalk circle in the centre about 
four feet in diameter. Give each child a bean bag, alter- 
nating red and blue. 

At given signal one child throws, endeavoring to get its 
bean bag into chalk circle. Each child follows in order. 

When all the bean bags have been thrown, teacher 
should count those inside of chalk circle, separating the 
reds from blues. The color having the greater number in 
centre wins. 

Object. — Accuracy of aim. 



59. CONCENTRATION AND MEMORY 

Material. — Bean bag, colored block, rubber ball. 

Have children seated in half-circle. 

Place a bean bag, a wooden block, and a rubber ball in 
front of children. 

Call upon A to perform. Teacher should talk slowly 
and distinctly while giving commands. 

Tell A to give bean bag to B, block to C, and give rub- 
ber ball to D. 

A should take the different articles and give them to the 
children whose names the teacher designates. 

Should the child become confused and be unable to con- 
centrate sufficiently to distribute three articles, use only two 
to start the exercise, until memory and attention is strength- 
ened. 

When child has become proficient with three, teacher 
should add one more, always taking care lest the exercise 
become too complex and create confusion in the mind of the 
child. 



FOR MENTAL DEFECTIVES 47 

60. FORM BUILDING 

Material. — Blocks of one color. 

Line up players in single file. Mark floor as per dia- 
gram. Give each child a block, all blocks being the same 
color. 

Leader stands on starting line with rest of the players 
in line behind. 

At a given signal the leader should run and place his 
block on one of the chalk crosses, after which he should run 
to the rear of line, and second player should follow in like 
manner. The exercise continues until all blocks have been 
placed and form is complete. 

The form must consist of equal number of crosses as 
there are children playing. 

Object. — Form ; attention. 




48 



GAMES AND EXERCISES 



61. 



DOUBLE LINE HOOP GAME 



Material. — Wooden hoop, three and a half feet. 

Line up players in two straight lines, according to height. 

Give each player a bean bag, one side holding red and 
other side blue. 

Two of the larger players should hold hoop in a hori- 
zontal position in the middle of the two lines. 

The lines should stand opposite each other, with a dis- 
tance of twenty feet between the leaders. 

Draw a chalk line on which each leader should stand, 
and from which each player in turn should throw his bag. 

Leader on the red side plays first; object is to get his 
bean bag through the hoop; he then should run to rear of 
line, and leader on blue side should throw his bean bag in 
like manner; after which he also should run to rear of line, 
and second player should perform. 

The game continues in this way until all bean bags have 
been played and leaders are once more on starting line. 

Two score keepers will be needed; one to keep count of 
blue bean bags going through the hoop and one to keep 
count of red bean bags. 

The side having the greater number of bean bags thrown 
through the hoop wins the game. 







t- 

< 
H 
(0 


>"- 


— s^ 










X 


XXX 

RED 


X 


,.„. c 


j 10 FT. 


< 
1- 
W 


X 


XXX 

BLUE 


X 



FOR MENTAL DEFECTIVES 



49 



62. HIDE THE BLOCK 

Call six children out of class and have them hide their 
eyes. 

Teacher should take a bright colored block and hide it 
in a place where it will be found with little difficulty. 

Hold up a block, an exact duplicate of hiddei* block, 
and tell the six children to go and find a block just like the 
one teacher is holding. 

The children should scatter to different parts of the 
room and hunt for the block; the one finding it should 
bring it back to teacher. 

Keep the duplicate block in view that the child may not 
forget the object for which he is searching. 

Object. — Concentration; spirit of play; keenness of 
vision. 



50 GAMES AND EXERCISES 

63. ACTION SONG 

To be sung to the tune of "Here We Go Round the 
Mulberry Bush." 

Children join hands in a circle and skip around while 
singing : 

Here we go round the mulberry bush, 
The mulberry bush; 
The mulberry bush; 
Here we go round the mulberry bush, 
So early in the morning. 

(All stop skipping, and imitate cleaning teeth on follow- 
ing words.) 

i 
This is the way we clean our teeth 
Clean our teeth; 
Clean our teeth; 
This is the way we clean our teeth 
So early in the morning. 

(Repeat verses, changing action each time.) 

2 
This is the way we brush our hair. 

3 
This is the way we wash our face. 

4 
This is the way we tie our shoes. 

5 
This is the way we clap our hands. 

6 
This is the way we run to school. 

Object. — These words, coupled with action, will de- 
velop observation, sense of rhythm, and play spirit. 



FOR MENTAL DEFECTIVES 61 



64. OBSERVATION 

While out walking with children use the above exercise 
to develop power of observation. 

Teacher should designate one child to tell all he can see 
around him. 

Do not try to force his attention to observe details of 
the landscape until he has thoroughly awakened to those 
things that are apparent to the eye with little thought on 
the part of the observer. 

The second child called upon will possibly imitate the 
first. Teacher should encourage children to find those 
things which others have overlooked. 

Color sense may also be introduced in this exercise. The 
child may say, "I see a tree." Teacher may ask: ^What 
color are the leaves?" The same question may be applied 
to the sky; a house; a field; etc. 



65. KEENNESS OF VISION 

Place a small table at one end of the room. On this 
table put six articles; for example, a cup, ball, hairbrush, 
spoon, book, and comb. 

Have a child stand at the other end of the room, and 
name one by one the different articles on the table. The 
child must first be taught to know the name and use of any 
article placed thereon. 

Some variation must be made in the articles each time 
the exercise is used ; also the number may be increased. 



52 



GAMES AND EXERCISES 



66. BLOCK AND BASKET GAME 

Material. — Eight blocks, four red and four blue ; one basket. 

Chalk floor plainly according to diagram. 

Place four red blocks on crosses on one side, and four 
blue blocks on crosses on other side. 

Choose two players to stand on starting lines, back to 
back. 

At given signal players run and, picking up one block 
at a time, go back to centre and place it in the basket. The 
child having all blocks in the basket and back on the start- 
ing line first wins the game. 

It is well to have each couple, after they have played, 
set out the blocks ready for the next players. 

Object. — Concentration; muscular control. 





X 


X 


o 


X 


X 


BLUE 


START 


A. 












START 


B. 




a. 
o 










X 


X 




X 


X 


RED 



FOR MENTAL DEFECTIVES 63 



67. FORSVS MARCHING 

Line up children in single file, according to height. 

Teacher should draw a chalk square on the floor twelve 
feet on each side. Have children take short, quick, march- 
ing steps, keeping directly on the lines of square. 

When they have marched on the square twice, teacher 
should space them so that the last child and the leader are 
the same distance apart as the rest of the children. Then 
draw the children's attention to the fact they have formed 
a shape much like the picture or book, or anything in the 
room that may be square. 

In the same way the teacher should draw a circle, oval, 
triangle, etc., and in this manner the child will become more 
familiar with form. 

Object. — Muscular control; form; observation. 



PART III. 



FOR MENTAL DEFECTIVES 67 



68. VISUALIZATION AND COLOR 

Material. — Four painted wooden blocks, one red, one yel- 
low, one green, one blue. 

Place blocks in a row on the table ; call a child and ask 
him to look carefully at the blocks, noticing the color and 
the order in which they are laid ; blindfold him and remove 
the blue block. Unbind his eyes and ask him which color 
block has been taken away. 

Before this exercise is attempted, it is necessary that the 
child's color sense should be developed. 

Object. — Memory; concentration. 



69. DROP THE BEAN BAG 

Form a circle, choosing one child for the odd player. 

The circle players should clasp hands and stand still; 
the odd player should run around the outside of the circle, 
carrying a bean bag, and drop it behind the one whom she 
chooses to have chase her. The player behind whom the 
bag was dropped will immediately pick it up and run after 
the odd player, endeavoring to tag him before he can get 
back to the vacant place in the circle. 

The player reaching the vacant place first remains there, 
the one left out taking the bean bag for the next game. 

Note. — This is a variation of the game known as 
"Drop the Handkerchief," but it is much simplified for 
mental defectives when played in this way, because the noise 
s1 which a bean bag makes when dropped on the floor will at- 
tract the child's wandering attention much more readily than 
the fall of a handkerchief. 

Object. — Play spirit; attention. 



58 GAMES AND EXERCISES 

70. MARCHING 

Line up children in single file, according to size. 

1. All stand in position and mark time. 

2. March slowly with heads erect and arms straight 
down at sides. 

3. Change from slow marching to quick marching. 

4. Hands on hips and march. 

5. All clap hands in time to march step. 

6. Place one hand on each shoulder of the boy in front 
and march (elbows straight). 

7. Hands on heads, elbows out, and march. 

8. Heels raised, march on toes without noise. 

9. Arms double* ; all run. 

10. Form two lines and mark time. 

11. Forward, march. 

The above command, "Form two lines," is carried out 
by the second boy stepping forward and taking the leader's 
hand ; the fourth boy taking the third boy's hand, and so on 
along the line. With practice it will be found this exercise 
can be carried out with much precision. The above com- 
mands must be given in a clear, decisive manner ; the teacher 
should clap her hands in time to the marching, it will help 
develop sense of rhythm in the children; also count "one, 
two," "one, two." Do not use the terms left and right. 

The command to stop should be "Halt! One! Two!" 
the word "halt" alone being too brief. 

It is well to have children halt for a few seconds be- 
tween each change in the marching. 

Object. — Attention; coordination; muscular control. 



*0n the signal "Arms double," children clench fists tightly and double arms so 
that the hands are in a straight line with elbows; keep elbows well in to the sides. 



FOR MENTAL DEFECTIVES 59 



71. EXERCISE IN ROUGH AND 

SMOOTH SURFACES 

To teach the difference between rough and smooth sur- 
faces take the following articles; six-inch square of sand- 
paper, six-inch square of smooth-finish paper. Call a child 
and give him the sandpaper; let him feel the rough surface 
without asking him questions, then give him the smooth-finish 
paper and have him feel that also. 

Then take a six-inch square of glass and a six-inch 
square of emery, and repeat as with the paper. Do not ask 
questions. 

This exercise may be repeated at different times until it- 
is noticed the child is learning from his sense of touch that 
there is a difference between these articles. 

Teacher should take the piece of sandpaper, hand it to 
the child, and tell him, while rubbing his fingers on the 
paper, that it is rough; next take the smooth-finish paper 
and again rub his fingers over the surface, and tell him it is 
smooth. 

Continue this exercise, using different articles of smooth 
and rough finish, to develop this latent sense in the child. 

When the child has learned to know smooth from rough, 
using senses of sight and touch, blindfold him and have him 
tell from sense of touch alone. 

Object. — Concentration; memory; sense of feeling. 



60 GAMES AND EXERCISES 



72. CENTRE BALL CATCH 

Material. — Medicine ball. 

Children form a circle, three feet distance between each 
player, odd player in the centre holding ball. 

On signal the game starts, centre player throws ball to 
one of the circle players who, catching it, throws it immedi- 
ately back to centre player. 

The ball is played in this order right around the circle, 
each child receiving the ball and throwing it back to centre 
player. 

Should a player fail to catch the ball, he must sit on the 
floor in exactly the same place he is standing, and remain 
there until finish of game. 

Should the centre player fail to catch, he must take his 
place in the circle, standing up and playing in turn with the 
rest, the one throwing to him having taken his place in the 
centre. Should he fail while taking his turn in the circle, 
he must then sit down with the others until finish of game. 

It is well for the teacher or her assistant to act as centre 
catch, if the children are very slow to respond; a well-thrown 
ball will encourage the children to catch, and give more 
spirit to the game. 

Object. — Sureness of aim; muscular control; concen- 
tration. 



FOR MENTAL DEFECTIVES 61 

73. MEMORY AND COLOR 

Material. — Three blocks, red, blue, and yellow. 

Children sit in semi-circle, on kindergarten chairs. 

Place one red, one blue, and one yellow block before the 
class. 

Call upon A to perform. 

Tell A to give red block to B, blue block to C, and yel- 
low block to D. 

Teacher should talk slowly and distinctly while giving 
this command, and have perfect quiet in the room that A 
may succeed in concentrating his mind more fully. 

When the command is given A should take each block 
in turn and give it to the child designated by the teacher. 

Object. — Concentration; memory; color. 



74. CIRCLE BLOCK BUILDING 

Material. — Equal number of red, blue, yellow, green, 
purple, and orange blocks. 

Teacher should draw six circles upon the floor, placing 
a block of different color lengthwise in each one. 

Children should sit in half-circle. Give each child a 
block. 

Call upon first child to place his block in circle of cor- 
responding color. The block must be placed crosswise on 
the block already there. 

As each child plays, the structures of different colored 
blocks are made, each block being placed crosswise. 

When the exercise is finished there are six structures of 
blocks, each of different color. 

Should a child upset the structure while placing his block 
he must rebuild it before returning to his seat. 

Object.— Concentration; muscular control; color sense. 



62 GAMES AND EXERCISES 



75. BEAN BAG PASS 

Material. — Two bean bags, one red, one blue. 

Line up players, according to height, in two straight 
lines facing each other, with a distance of ten feet between. 

Leader of one line holds a red bean bag, and leader of 
the other line holds a blue bean bag. 

At a given signal leader will pass his bean bag to next 
player; each player will pass the bean bag on until it reaches 
end player, who immediately runs to head of line; passing 
will continue, each end player running to the head of line 
as he receives bean bag. 

The side having its leader back to head of line first wins 
the game. 

Players must run back of lines, not inside. 

This game may also be played with wooden blocks or 
medicine balls in place of bean bags. 

Note. — Should this game be played out-of-doors, stones 
may take the place of bean bags. 

Object. — Competitive play; muscular control. 



FOR MENTAL DEFECTIVES 63 



76. HEARING GAME 

Material. — Tambourine; clear-sounding bell. 

Have class sit quietly in their seats ; teacher should desig- 
nate three children to take part in exercise. 

Blindfold A, give B a tambourine and C a clear-sound- 
ing bell. Have B and C go to opposite corners of the room 
and ring their instruments. k 

Teacher should lead A to center of room and tell him 
to find out who has the bell ; A, guided by his sense of hear- 
ing, will go to C, who is ringing the bell. 

Should a child be much confused by the sound of two 
instruments ringing at the same time, and seem totally un- 
able to distinguish between the sounds, teacher should con- 
tinue with Hearing Exercise I (see page 18) until sense of 
hearing is better developed. 

Object. — Sense of hearing; concentration. 



64 GAMES AND EXERCISES 

77. TRI-COLOR GAME 

Material. — Equal number of red, blue and yellow blocks. 

Mark floor according to diagram; place one block in 
each circle of color called for. 

Line up children in order, one behind the other, with 
leader on starting line. 

Give each child one block; avoid giving two blocks of 
same color to children standing together. 

At given signal A should run and place his block in 
circle having a like color. 

After having placed block he should not return to the 
first line, but should go back to second line, and thereby 
avoid distracting attention of B, who is now running. When 
B has placed his block, he should take his place immediately 
behind A, and other players will follow in order. 

When game is finished, players will be lined up precisely 
the same as at start of game, except they will be standing on 
second line instead of first. If game is to be repeated play- 
ers must go back to first line. No effort should be put 
forth by the teacher to gain speed in this game; its object 
is to develop color sense and attention. 

Object. — Color sense; play spirit; concentration. 



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FOR MENTAL DEFECTIVES 6 5 



78. SCISSORS WORK 

Material. — Small scissors and paper. 

Give each child a pair of small scissors. 

i. Teacher should cut paper into oblong pieces and 
give each child one piece. 

Instruct children in way to hold scissors. Do not be 
particular as to way in which paper is cut ; aim to have child 
hold scissors correctly in first cutting exercise. Colored pa- 
per is to be preferred in this exercise. 

2. Teacher should take ten-inch squares of paper and 
draw parallel lines in colored pencil right across paper. 

Have children cut directly on colored lines. » 

3. Teacher should take ten-inch squares of paper and 
draw curved parallel lines in colored pencil right across 
paper. 

Have children cut directly on curved lines. 

4. Teacher should make very simple geometrical forms 
on drawing paper. Let the paper be about ten by four 
inches in size ; three forms would be sufficient on each piece 
of paper; for example, square, oval and triangle. 

5. When a child has successfully passed the four pre- 
ceding exercises in paper cutting, he will now be ready to 
take up very simple picture cutting. Be sure to choose pic- 
tures that are clear in outline and have very little detail. 

Object. — Handwork ; concentration. 



66 GAMES AND EXERCISES 



79. PAPER FOLDING 

Teacher should take eight-inch squares of firm paper 
and give one square to each child. 

Have children stand around a table that all may be able 
to follow just what the teacher is doing. 

Teacher should take one square of paper and fold it in 
half; have each child fold his square of paper in exactly the 
same way. Then teacher should fold the paper diagonally 
from one corner to the opposite corner, and have children 
do likewise with their paper. 

Two folds will be quite sufficient to start this exercise. 
As children improve more folds may be attempted. 

Object. — Handwork ; concentration. 



FOR MENTAL DEFECTIVES 67 



80. SINGLE LINE BLOCK BUILDING 

Material. — Equal number of red and blue blocks. 

Mark floor as per diagram. 

Line up children in one straight line ; leader standing on 
starting line. 

Give each child a block, alternating red and blue. 

At a given signal the leader should run and place his 
block lengthwise on the cross; he should then run to rear of 
line, and second player should run and place his block cross- 
wise on leader's block; likewise, he should go to rear of line, 
and third player should run. The exercise continues, each 
player placing his block crosswise on the one placed before, 
thereby building a structure of alternate red and blue blocks. 
Should a child upset the structure while placing his block, 
he must rebuild before taking his place at rear of line. 

Object. — To develop muscular control and attention. 




68 GAMES AND EXERCISES 



81. COMMAND AND COLOR 

Material. — Four wooden blocks, one red, one blue, one 
green, and one yellow. 

Place blocks in a row upon the table, call upon child to 
perform, and give commands in the following order. 
Pick up red. 
Pick up blue. 

Put down red and pick up green. 
Put down green and pick up yellow and red. 
Put down blue, red and yellow and pick up green. 
Put down green, and go to your seat. 

Note. — Do not attempt this exercise until training has 
been given the child in color sense development. 



FOR MENTAL DEFECTIVES 69 



82. HOOP GAME 

Material. — Light wooden hoop, three and a half feet in 
diameter. 

Place players in two straight lines according to height. 

Give each player a bean bag, one line having red bean 
bags and one line blue. 

Two of the larger players should hold hoop in a hori- 
zontal position in the centre of the two lines at a distance 
of seven feet from each leader, making a distance of four- 
teen feet between the two leaders. » 

Draw two chalk lines on which leaders of each side 
should stand. 

At a given signal leaders on both sides should throw 
their bean bags, endeavoring to get them right through the 
hoop. After having played they should run to rear of line 
and second players will take their turn. 

The game continues until all the bean bags have been 
thrown, and leaders are once more on starting line. 

Two score keepers will be needed, one for blues and one 
for reds, to count how many bean bags go through the hoop. 

The side having the greater number of bean bags go 
through the hoop, wins the game. 

Object. — Accuracy of aim ; competitive spirit. 



70 GAMES AND EXERCISES 

83. SIGHT EXERCISE 

Material. — Articles of everyday use. 

Teacher should place a number of articles on the table. 
Use only those articles the child is apt to come in contact 
with in everyday life, e. g., spoon, cup, brush, soap, ball, etc. 

When the exercise is started use only six articles, and as 
the child progresses, slowly increase number. 

Call a child from class; take a pointer and point out 
different articles on the table; have the child answer the 
names of articles as quickly as possible. 

Should the child be unable to talk, teacher should call 
names of different articles and have child touch them with 
pointer as they are called. 

Note. — This exercise must not be attempted until child 
has had training in the names and uses of the different ar- 
ticles. 

Object. — Concentration; memory; sight. 



84. CHAIR RACE 

Place six chairs in a straight line, if possible place them 
with their backs to the wall. 

Make a starting line eighteen feet from chairs, and call 
upon seven children to stand on it. 

At a given signal children should run and sit on a chair; 
the odd player not fortunate enough to get a chair is out. 

Take one chair away and repeat game. The game con- 
tinues until one chair is left, and two children to run. 

The child successful in getting that chair wins the race. 

Object. — Develop muscular control; attention; play 
spirit. 



FOR MENTAL DEFECTIVES 71 



85. COLOR STUDY 

Material. — A number of four-inch squares of bright colored 
pieces of cotton. 

Mix the different pieces of cotton together and place 
them in a heap in front of the class. 

Give each child one piece of colored cotton, taking care 
not to give the same color to children sitting next each other. 

Teacher should call upon the first child to cdme and 
choose a piece of cotton, from the heap, to match the piece 
he has in his hand. 

When he has the desired piece he should hold up the 
two pieces of cotton, one in each hand, for the inspection of 
the class. Teacher may ask the question, "Are John's colors 
right?" The class may answer "Yes" or "No," as the case 
may be. 

Next child will perform in the same way, and the exer- 
cise will continue until all the children have matched their 
colors. 



72 GAMES AMD EXERCISES 



86. SIZE, COLOR, AND FORM 

Material. — Two boxes of marked difference in size, form 
and color. For example: One box twelve inches 
square and red in color; the other box round, about 
six inches in diameter and blue in color. 

Put the two boxes side by side on the table, and call 
upon a child to perform. 

Teacher holds up one box and asks the question, "What 
is this?" then holds up the other and asks the same question. 
"Are they both the same color?" "What color is this 
one?" indicating the red. "What color is this?" indicating 
the blue. "Are they both the same shape?" "What shape 
is this one?" indicating the square. "What shape is this?" 
indicating the round. "Are they both the same size?" 
"Which is the larger?" "Which is the smaller?" 

Teacher should ask the above questions slowly and dis- 
tinctly, that the child may be better able to concentrate. 

Object. — Concentration; form; size; color. 



FOR MENTAL DEFECTIVES 73 

87. STONE PICTURES 

Have the children each gather a small pile of stones. 
Let them be seated in a half-circle on the ground. 

Teacher should take a pointed stick and draw a triangle 
in the soft earth in front of each child; the children will 
then take their stones and place them one at a time closely 
together on the lines, forming a triangle of stones. Chil- 
dren may then make a square, oval, circle, or any simple 
form the teacher thinks suitable. 

Note. — If this game is played with children who are 
learning their letters and numbers, teacher should draw dif- 
ferent numbers and letters, and let them fill in the lines with 
stones. 

Object. — Handwork; attention. 



88. INDIAN FILE TARGET GAME 

To play this game it is necessary to have posts or trees 
upon which the target must be nailed. 

A piece of board painted bright red, about twelve inches 
square, will be needed for the target; nail it securely to the 
post about four feet from the ground, or according to height 
of players. 

Line up players in single file twelve feet from target; 
give them each a bean bag. 

On signal, first player should throw his bean bag, endeav- 
oring to hit target; after having played, he should then run 
to rear of line, and next player should take his turn. The 
game continues in this way until all players have thrown 
their bean bags, and leader is on starting line once more. 

Object. — Accuracy of aim; attention. 



74 GAMES AND EXERCISES 



89. COLOR PICK-UP 

Material. — Paper of different colors in bright shades; small 
boxes. 

Teacher should cut paper into pieces of different sizes 
and shapes, and scatter them within a small space on the 
floor. Choose twelve children, and give each one a piece 
of paper and a small cardboard box. Have them pick up 
pieces of paper on the floor corresponding to the color of 
the piece which was given them. When all the pieces are 
picked up each child should show his box. The one having 
gathered the most pieces of correct color wins the game. 

Note. — Do not attempt this exercise until training in 
color sense development has been given the child. 

Object. — Handwork; application. 



FOR MENTAL DEFECTIVES 75 



90. COMPETITIVE TRIPLE COLOR 

Material. — Red, blue, and yellow wooden blocks. 

Chalk floor according to diagram. Place one colored 
block in each circle, block color matching circle color. 

Place children in two lines, according to size ; leaders of 
each line standing on starting lines. Give each child a 
block; take care that children standing next each other do 
not get blocks of the same color. 

At a given signal leader of each line should run and 
place his block in circle having a like color; he should then 
run to back of his line, and second player will take his turn, 
also running to back of line when he has played. The 
game continues in this way until all blocks have been played, 
and leaders are once more on the starting lines. 

Blocks must be placed in an upright position, i 

The side having its blocks in correct circles and its leader 
back on starting line first wins the game. 

Note. — This game is only suitable for children whose 
color sense is developed, and for those who have had some 
training in competitive games. 

Object. — Competitive spirit; attention. 



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76 GAMES AND EXERCISES 



91. EXERCISE IN SIZE 

Material. — A number of marbles of one color and finish, 
but of four different sizes. Let the difference in size 
be marked. 

Give each child about two dozen marbles and have him 
assort the different sizes, and put them into compartment 
boxes. 

The above will be found to be an attractive as well as 
an instructive exercise, since most children take pleasure in 
handling marbles. 

Object. — Attention; handwork; size. 



92. COMMAND AND COLOR 

Material. — Two blue blocks, two yellow blocks, one green, 
and one red. 

Place blocks side by side on the table and call child to 
perform. 

Give commands in the following order: 

Pick up red and green. 

Put down red and pick up two yellows. 

Put down one yellow and pick up red and blue. 

Put down red and pick up yellow and blue. 

Put down two yellows and green and pick up red. 

Put down two blues and one red, and go to your seat. 

Note. — Do not attempt the exercise until color sense is 
well developed. 



FOR MENTAL DEFECTIVES 77 



93. BALL THROW 

Material. — Medicine ball, fourteen-foot rope. 

Tie the rope five feet from the ground, or according to 
size of players, between two posts or trees, whichever may 
be available. 

Divide players into two lines of equal number. Players 
line up on each side of the rope, facing each other, a distance 
of twelve feet between lines. 

The game is started by the teacher, who throws ball to 
a player on one side, who in turn throws it over the rope to 
players on the other side. The game continues in this way, 
the ball being thrown from one side to the other. The ball 
must not be thrown to any particular player; it should be 
thrown from one group to the other, those catching it who 
can. 

Should a player fail to catch the ball, it counts one point 
against his side. The first side having ten failures gives 
the opposite side the game. 

Note. — This game is Volley Ball in simplified form. 

Object. — To develop the spirit of competitive play; ball 
catching. 



78 GAMES AND EXERCISES 

94. ACTION CIRCLE GAME 

Children form a circle, hands on hips, feet placed to- 
gether. Teach children following words, and as they re- 
peat them have them carry out the action. 

See my hands go clap, clap, clap. 
See my feet go stamp, stamp, stamp, 
Now my head nods one, two, three. 
So skip merrily, merrily, we. 
Ha ! Ha ! Ha ! you and me. 
So skip merrily, merrily, we. 

On the words "Clap, clap, clap," children clap hands 
three times; on the words "Stamp, stamp, stamp," stamp 
the feet three times; on the words "One, two, three," nod 
the head three times ; for the rest of the words children take 
hands and skip around until last "merrily we." 

Object. — Sense of rhythm; play spirit; muscular control. 



95. SENSE OF TOUCH 

Have children form a circle, having chosen two centre 
players to perform. Teacher should blindfold A; have B 
come and stand within touching distance of A. 

Teacher should put the question to A, "Who is it?" and 
by feeling clothing, face, hair, and so forth, A will tell the 
name of B. 

When A has told the name of B, choose two other chil- 
dren to perform. 

Object. — Concentration; sense of touch. 



FOR MENTAL DEFECTIVES 79 



96. CIRCLE TOSS 

Cut five cardboard circles. Make each circle bright red 
on one side and bright blue on reverse. 

Children may choose whichever color they prefer. 
Those choosing red stand on one side; those choosing blue 
on the other. 

Teacher should throw cardboard circles into the air one 
at a time. The majority of those falling to the ground with 
blue side up cause the blues to win; the majority falling with 
red side up cause reds to win. 

Throwing the circles into the air one at a time holds the 
children's interest more readily, and is less likely to cause 
confusion in their minds than throwing all together. 

Object. — Color sense; play spirit. 



80 



GAMES AND EXERCISES 



97. BEAN BAG RELAY 

Material. — Bean bags; shallow box. 

Place players, according to size, in two lines of equal 
number. 

Mark floor according to diagram. 




If a shallow box or basket cannot be procured, a chalk 
circle will answer the purpose. 

Lines in position, with leaders on starting lines. 

Give each player a bean bag, those on one side having 
red bean bags, those on the other side blue. 

At a given signal the leader of each side should run and 
drop his bean bag into the basket (it must not be thrown 
into the basket), he should then take his place at end of line, 
and as he runs over starting line second player should run. 

Each player should run in turn until leaders are once 
more on starting lines. The side having played off all their 
bean bags, and having their leader back to starting line first, 
wins the game. 

Should this game be played out-of-doors, stones may take 
the place of bean bags. 

Object. — Competitive spirit. 



FOR MENTAL DEFECTIVES 81 



98. TARGET GAME 

Material. — Two pieces of board twelve inches square, 
painted bright red, for targets ; nail them securely six 
feet from ground to a tree or post, with ten feet be- 
tween. 

Make two starting lines opposite targets, at twelve feet 
distance. 

Place players in two lines of equal numbers, leaders 
standing on starting line. Give each player a bean bag, 
red bags for one side, and blue for the other side. 

Two score-keepers will be needed, one for blues and one 
for reds, to count how many bean bags hit the target. 

At a given signal the leaders on both sides should throw 
their bean bags, endeavoring to hit target. After having 
thrown they should each run to the rear of their line, and 
game will be repeated, each player throwing his bean bag 
at the target and then running to the end of the line. The 
side having the greater number of bean bags hit the target 
wins the game. 

Object. — Accuracy of aim; to develop spirit of competi- 
tive play. 



.82 GAMES AND EXERCISES 



99. COLOR THROW 

Material — Six bean bags, green, yellow, red, blue, orange 
and purple. 

Children sit in semi-circle on small chairs. 

Teacher should throw one bag each to children in differ- 
ent parts of class. 

Call upon Red to throw his bean bag to teacher; call 
upon Yellow to throw his bag; call upon Green, and so con- 
tinue until all bean bags have been returned in their right 
order. 

Choose six other children and continue exercise. 

Object. — Sense of color; attention. 



100. PICK UP STICKS 

This game is suitable only in woods or groves where 
there may be small, dry sticks to gather. 

Have children search for all the sticks they can find; 
small, dry twigs of any kind will answer the purpose. 

When twigs are gathered, children should sit on the 
ground in a semi-circle, each child having a dozen or more 
sticks to work with. 

Teacher should sit in front of class and using sticks 
somewhat larger than the children have, make a simple pat- 
tern for them to copy. 

Teacher should make the pattern slowly and let children 
work with her. As one stick is laid by the teacher, one 
stick can be laid by the children. Let the patterns be very 
simple to start with, square, triangle, oblong, alphabetic let- 
ters such as A, T, E, V, H, etc. 

When children have learned to put their sticks together 
so that they can follow a simple pattern, more difficult pat- 
terns may be used. 

Object. — Concentration; handwork; observation. 



FOR MENTAL DEFECTIVES 8 3 



101. FORM STUDY IN BLACK AND 

WHITE 

Material. — Number of geometrical forms, square, circle, 
oval, triangle, etc., one side black and reverse side 
white, made of very thin wood, size about six inches; 
one large form eighteen inches in size will be needed 
for every six small forms. 

Children should be seated on low chairs in semi-circle. 

Teacher should place large geometrical forms on the 
floor, in a straight line, with the white side up. Give each 
child a small form. First child will come out of clals and 
place his small form on large form of corresponding shape, 
white side up. He will then take his seat, and next child 
will perform. The exercise continues in this way until each 
child has placed his form. 

When this exercise is next used the large form may be 
placed on the floor with black side up, and children place 
their forms accordingly. 

This exercise may also be varied by placing the large 
forms on the floor, alternating black and white, thereby 
making the exercise more difficult and taxing the child's 
powers of concentration more keenly. 

Object. — Form ; concentration. 



84 GAMES AND EXERCISES 

102. BLOCK STANDING 

Material. — Equal number of red and blue blocks. 

Teacher should chalk floor as per diagram. Place play- 
ers, according to size, in two lines of equal number. 

Have leaders stand on starting lines; give each child a 
block, red for one line, and blue for the other. 

At a given signal children should run in relay style and 
place their blocks on end in the circle. If the block should 
drop lengthwise they must stop and place it on end. Should 
a player knock another block down while placing his, he 
must replace it upright before returning to his line. 

The line having all their blocks placed in circle, and 
their leader back on the starting line first, wins the game. 

Object. — Spirit of competitive play. 





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FOR MENTAL DEFECTIVES 85 



103. COLOR CIRCLE THROW 

Material. — Red, blue, and yellow bean bags. 

Form a circle, children standing considerable distance 
apart. Draw three circles as per diagram; put one bean 
bag in each circle of like color. 

Give each child a bean bag, alternating red, blue and 
yellow. At a given signal the game should start, each player 
throwing his bean bag in turn and endeavoring to get it into 
the circle of corresponding color. When all bean bags have 
been played, teacher should count the bags in the circle hav- 
ing the greatest number correctly thrown. The players 
who have thrown the greatest number of bags of same color 
as circle, win the game. 

Object. — Color; accuracy of aim. 




86 GAMES AND EXERCISES 

104. EXERCISE IN LENGTH 

Material. — Sticks of wood painted bright red, in four, three, 
two and one inch lengths. 

Mix the different lengths together. Have children 
stand around the table. Give each child a handful of sticks 
and have him assort the different lengths. 

As he matches the different lengths he should put them 
neatly side by side. 

If this exercise proves confusing to the child, and he is 
not able to assort the four different lengths, the teacher 
should take away the three and one inch lengths, and have 
him assort only the four and two inch lengths. In this man- 
ner the exercise will be much simplified. 



105. MEDICINE BALL LINE-UP 

Material. — Medicine ball. 

Players should be in two lines facing each other, eight 
feet between lines. 

Give the ball to the leader on line A and have him throw 
it to leader on line B ; after having thrown the ball, leader 
on line A should immediately run to the end of his line. 
After having received the ball, leader on line B should 
throw it back to second player on line A, and leader on line 
B should run to the end of his line. The game continues 
in this way, each player throwing the ball to the opposite 
player and then running to the end of his line. 

Scores must be kept on both sides to keep count of the 
number of failures in catching. 

The side having the least number of failures wins the 
game. 

Object. — Concentration; competitive spirit; train eye 
and hand for ball catching. 



FOR MENTAL DEFECTIVES 87 



106. BLOCK BUILDING RELAY 

Material. — Equal number of red and blue wooden blocks. 

Draw diagram as below. 

Children stand in two lines with leaders on starting lines. 
Give each child a block, one line having red, and one line 
blue. 

At a given signal, the leaders of each line should run 
and place their blocks lengthwise on the chalk crosses. The 
leaders should then each run to the rear of their lines, and 
the two second players should run and place their blocks 
crosswise on the first players' blocks; they should then run 
to the rear of their lines, and third players should run; the 
game continuing in this way until all the blocks are played, 
and two structures of crosswise blocks are made, one of blue 
and one of red. Should a player upset the structui^ while 
placing his block, he must rebuild it again before running 
to the rear of line. 

The side having its structure made, and its leader back 
on starting line first, wins. 

Object. — Muscular control; concentration. 




GAMES AND EXERCISES 



107. COMMAND, COLOR, AND CON- 
CENTRATION 

Material. — Eight wooden blocks, two blue, two red, two 
yellow, two green. 

Call child from class and give following commands 
slowly and distinctly: 

Pick up one red block, one green and one blue. 

Put down one red and pick up two yellow blocks. 

Put down one yellow and pick up two red blocks. 

Put down one red, one yellow and one green and pick 
up one blue. 

Put down one red and one blue and pick up two greens 
and one yellow. 

Put down two greens, one yellow, and one blue, and go 
to your seat. 

Absolute quiet must be maintained in the schoolroom 
during this exercise. 

Note. — Color sense training must be given the child 
before any attempt be made at this exercise. 



FOR MENTAL DEFECTIVES S 9 



108. FORM BUILDING 

Material— Twenty-four wooden blocks, twelve red and 
twelve blue. 
Mark floor according to diagram. 



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Line up children, according to size, in two lines of 
twelve. Give children each a wooden block, one line hav- 
ing red and one line blue. 

Leaders stand on starting lines. 

At a given signal leaders should run and place their 
blocks on end on one "of the little crosses in the triangle. 
They should then run to the end of line and second players 
should run and place their blocks in like manner. The 
game continues until all the blocks have been placed, and 
leaders are once more on starting lines. 

The blocks must be placed upright. Should a player 
knock another block down while placing his, he must replace 
it before running back to his line. The side having all of 
its blocks placed and its leader back on starting line first, 
wins the game. 

The diagram may be varied by drawing any simple 
geometric forms such as square, oval, circle, etc. 

Object. — Form ; spirit of competitive play. 



90 GAMES AND EXERCISES 



109. FEELING 

Material. — One tennis ball, golf ball, baseball, small gas 
ball, woolen ball, glass ball, wooden ball. 

Preparatory to this exercise the child must be taught by 
sense of sight to know these different balls, and to call them 
by name. 

Place the balls on the table and call upon a child to per- 
form; blindfold his eyes and hand him one ball at a time 
and have him tell the class the name of the ball he is holding. 

Should the child be unable to speak, teacher should say, 
"Give me the tennis ball I" The child should feel among 
the balls and hand teacher the tennis ball. 

Continue exercise in this way. 

Object. — Concentration; sense of touch; memory. 



110. BALL BOUNCING— I. 

Material. — Rubber balls. 

Make a straight chalk line and have children stand side 
by side on it. 

Give each child a rubber ball. 

Children must play in turn. Have child throw ball into 
the air and catch it as it returns. The ball may be thrown 
about two feet. Let this exercise be repeated many times. 

Children must play one at a time or confusion will ensue. 



FOR MENTAL DEFECTIVES 91 



111. BALL BOUIMCING-N. 

Children should stand in position on chalk line. Give 
each child a rubber ball. 

Teacher should call upon the first child to bounce ball 
once. When the first child has bounced his ball, call upon 
the second child, and so continue along the line. Should a 
child fail to catch the ball, do not stop to have the child 
repeat, but continue to end of line, and then repeat the ex- 
ercise right through. 



112. BALL BOUNCING— Mi. 

Teacher should collect balls and have children stand in 
half-circle. 

Bounce one ball each to the children, giving each their 
ball in turn and bouncing them diagonally. When all balls 
have been played children should then bounce them back to 
teacher, first child leading, and each child playing in turn. 

Note. — Four minutes' free play with the balls may be 
allowed after each of these ball-bouncing exercises. 

Object. — Train eye and hand for ball catching; atten- 
tion. 



92 



GAMES AND EXERCISES 



113. COLOR AND FORM PUZZLES 



For these exercises use twelve-inch forms made of thin 
wood, painted in bright colors. 

For beginners, take the colors blue, red, and yellow, and 
use only circles and squares. Each form should be cut into 
two pieces. 

Give each child four pieces; for example, two pieces of 
red comprising one red circle, and two pieces of blue com- 
prising one blue square. 

The next child could have two yellow pieces forming a 
yellow circle, and two red pieces forming a red square. 





FOR MENTAL DEFECTIVES 



93 



114. COLOR AND FORM PUZZLES 

II 

For a more advanced class, use blue, red, yellow, and 
green colors, and square, circle, oval, and diamond forms. 
Each form must be cut into three pieces. Give each child 
six pieces, with which he should make two complete forms ; 
for example, three yellow pieces forming an oval, and three 
green pieces forming a diamond. 





94 



GAMES AND EXERCISES 



115. COLOR AND FORM PUZZLES 

III 

For more advanced class use colors red, blue, yellow, 
green, purple, and orange. Use as forms ovals, squares, 
diamonds, oblongs, circles, and triangles; each form must be 
cut into five pieces. 

One child may have three forms, or fifteen pieces, rep- 
resenting three forms of different color when put together. 

Color sense development is necessary before this last 
exercise may be attempted. 




LIST OF EXERCISES AND GAMES 95 



LIST OF EXERCISES AND GAMES 



PART I 

PAGE 

Introduction 5 

Exercise 

1. Bean Bag Catch 1 1 

2. Roll Ball 11 

3. Bean Bag Toss 12 

4. Color 12 

5. Command and Concentration 13 

6. Bowling 13 

7. Memory and Command 14 

8. Ball Throw V . . 14 

9. Silence Period . . . 15 

10. Block Placing 15 

11. Color Exercise 16 

12. Rolling Rounders 16 

13. Muscular Control 17 

14. Shoe Lacing Exercise 17 

15. Bean Bag Throw 18 

16. Hearing Exercise 18 

17. Medicine Ball Throw 19 

18. Tiptoe Exercise 19 

19. Pulling Exercise 20 

20. Command and Concentration 20 

21. Bell Circle 21 

22. Sit and Stand 21 

23. Sense of Direction 22 

24. Hoop Game 22 

PART II 

25. Direction and Command 25 

26. Visualization 25 



96 LIST OF EXERCISES AND GAMES 

EXEKCISE PAGE 

27. Single Line Block Standing 26 

28. Walking Exercise .27 

29. Command and Observation 27 

30. Broad Jump 28 

31. Muscular Control 28 

32. Bean Bag Throw 29 

33. Hearing and Concentration 30 

34. Sense of Touch 30 

35. Single Line Hoop Game 31 

36. Relay Race 32 

37. Schoolroom Observation 33 

38. Bird Flying Exercise 33 

39. Action Song 34 

40. Days of Week 1 35 

41. Days of Week II 35 

42. Direction and Attention 36 

43. Running Exercise 36 

44. Circle Hoop Game 37 

45. Command and Concentration . 37 

46. Farmyard Game 38 

47. Color Observation 38 

48. Rope Jumping 39 

49. Form Building 40 

50. Odd Man Out 41 

51. Rounders 41 

52. Places Change I 42 

53. Places Change II 42 

54. Observation 43 

55. Bean Bag Race 44 

56. Block Structure 45 

57. Command and Concentration 45 

58. Circle Throw 46 

59. Concentration and Memory 46 

60. Form Building 47 

61. Double Line Hoop Game 48 

62. Hide the Block 49 

63. Action Song 50 



LIST OF EXERCISES AND GAMES 97 

EXERCISE PAGE 

64. Observation 51 

65. Keenness of Vision 51 

66. Block and Basket Game 52 

67. Form Marching 53 

PART III 

68. Visualization and Color 57 

69. Drop the Bean Bag 57 

70i Marching 58 

1. Mark Time. 

2. Slow Marching. 

3. Quick Marching. 

4. Hands on Hips and March. 

5. Clap and March. 

6. Hands on Shoulders and March. 

7. Hands on Heads and March. * 

8. Silent Marching. 

9. Arms Double, Run. 

10. Double Lines; Mark Time. 

11. Forward, March. 

71. Exercise in Rough and Smooth Surfaces 59 

72. Centre Ball Catch 60 

73. Memory and Color 61 

74. Circle Block Building 61 

75. Bean Bag Pass 62 

76. Hearing Game 63 

77. Tri-color Game 64 

78. Scissors Work 65 

1. Paper Cutting. 

2. " " on straight lines. 

3. " " on curved lines. 

4. Cutting out Forms. 

5. Cutting Simple Pictures. 

79. Paper Folding 66 

80. Single Line Block Building 67 

81. Command and Color 68 

82. Hoop Game 69 



98 LIST OF EXERCISES AND GAMES 



EXERCISE PAGE 

83. Sight Exercise 70 

84. Chair Race 70 

85. Color Study 71 

86. Size, Color and Form 72 

87. Stone Pictures 73 

88. Indian File Target 73 

89. Color Pick-up 74 

90. Competitive Triple Color 75 

91. Exercise in Size 76 

92. Command and Color 76 

93. Ball Throw 77 

94. Action Circle Game 78 

95. Sense of Touch 78 

96. Circle Toss 79 

97. Bean Bag Relay 80 

98. Target Game 81 

99. Color Throw 82 

100. Pick up Sticks 82 

101. Form Study in Black and White 83 

102. Block Standing 84 

103. Color Circle Throw 85 

104. Exercise in Length 86 

105. Medicine Ball Line Up 86 

106. Block Building Relay 87 

107. Command, Color, and Concentration 88 

108. Form Building 89 

109. Feeling 90 

110. Ball Bouncing 1 90 

111. " " II 91 

112. " " III 91 

113. Color and Form Puzzles 1 92 

114. " " " " II 93 

115. " " " " III . 94 



INDEX 



99 



INDEX 



Action Circle Game, 78 
Action Song, 34, 50 

Ball Bouncing, 90, 91 

Ball Throw, 14, 77 

Bean Bag Catch, 11 

Bean Bag Pass, 62 

Bean Bag Race, 44 

Bean Bag Relay, 80 

Bean Bag Throw, 18, 29 

Bean Bag Toss, 12 

Bell Circle, 21 

Bird-flying Exercise, 33 

Block and Basket Game, 52 

Block Building Relay, 87 

Block Building, Single Line, 67 

Block Placing, 15 

Block Standing, 84 

Block Standing, Single Line, 26 

Block Structure, 45 

Bowling, 13 

Broad Jump, 28 

Center Ball Catch, 60 

Chair Race, 70 

Circle Block Building, 61 

Circle Hoop Game, 37 

Circle Throw, 46 

Circle Toss, 79 

Color, 12 

Color and Form Puzzles, 92, 93, 94 

Color Circle Throw, 85 

Color Exercise, 16 

Color Pick-up, 74 

Color Observation, 38 

Color Study, 71 

Color Throw, 82 

Command and Color, 68, 76 

Command and Concentration, 13, 
20, 37, 45 

Command and Observation, 27 

Command, Color and Concentra- 
tion, 88 

Competitive Triple Color, 75 

Concentration and Memory, 46 



Days of Week, I, II, 35 
Direction and Attention, 36 
Direction and Command, 25 
Drop the Bean Bag, 57 

Farmyard Game, 38 

Feeling, 90 

Form Building, 40, 47, 89 

Form Marching, 53 

Form Study in Black and White, 83 

Hearing and Concentration, 30 

Hearing Exercise, 18 

Hearing Game, 63 

Hide the Block, 49 

Hoop Game, 22, 69 

Hoop Game, Double Line, 4% 

Hoop Game, Single Line, 31 

Introduction, 5 
Indian File Target Game, 73 
Jump, Broad, 28 
Jumping Rope, 39 

Keenness of Vision, 51 

Length Exercise, 86 

Marching, 58 
Medicine Ball Line-up, 86 
Medicine Ball Throw, 19 
Memory and Color, 61 
Memory and Command, 14 
Muscular Control, 17, 28 

Observation, 43, 51 
Odd Man Out, 41 

Paper Folding, 66 
Pick Up Sticks, 82 
Places Change, I, II, 42 
Pulling Exercise, 20 

Relay, Block Building, 87 
Relay Race, 32 
Roll Ball, 11 



100 



INDEX 



Rolling Rounders, 16 
Rope Jumping, 39 

Rough and Smooth Surfaces, Ex- 
ercise, 59 
Rounders, 41 
Running Exercise, 36 

Schoolroom Observation, 33 
Scissors Work, 65 
Sense of Direction, 22 
Sense of Touch, 30, 78 
Shoe-Lacing Exercise, 17 
Sight Exercise, 70 
Silence Period, 15 
Sit and Stand, 21 
Size, Color and Form, 72 



Size Exercise, 76 
Stone Pictures, 73 
Surfaces, Rough and Smooth, Ex- 
ercise, 59 

Target Game, 81 

Target Game, Indian File, 73 

Tiptoe Exercise, 19 

Tri-Color Game, 64 

Triple Color, Competitive, 75 

Vision, Keenness of, 51 
Visualization, 25 
Visualization and Color, 57 

Walking Exercise, 27 



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